MU:Cr1.1.H.IIa Generate melodic, rhythmic, and harmonic ideas for compositions (forms such as rounded binar y or rondo ), improvisations, accompaniment patterns in a variety of styles , and harmonizations for given melodies.

HS Advanced MU:Cr1.1.H.IIIa Generate melodic, rhythmic, and harmonic ideas for a collection of compositions (representing a variety of forms and styles ), improvisations in several different styles , and stylistically appropriate harmonizations for given melodies.

MU:Cr2.1.H.5a Select, develop, and use standard notation or audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.

Intermediate

HS Proficient

HS Accomplished

MU:Cr2.1.H.8a Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of melodies (created over specified chord progressions or AB / ABA forms ) and two-to-three -chord accompaniments for given melodies.

MU:Cr2.1.H.Ia Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of improvisations , compositions ( forms such as theme and variation or 12-bar blues) , and three-ormore- chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

MU:Cr2.1.H.IIa Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (forms such as rounded binary or rondo ), improvisations, accompaniment patterns in a variety of styles , and harmonizations for given melodies.

HS Advanced

MU:Cr2.1.H.IIIa Select, develop, and use standard notation and audio/video recording to document melodic, rhythmic, and harmonic ideas for drafts of compositions (representing a variety of forms and styles ), improvisations in several different styles, and stylistically appropriate harmonizations for given melodies.

Plan and Make

Novice

Anchor Standard 3: Refine and complete artistic work. Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their creative work?

Novice

MU:Cr3.1.H.5a Apply teacher-provided criteria to critique, improve, and refine drafts of simple melodies (such as two-phrase) and chordal accompaniments for given melodies.

MU:Cr3.1.H.Ia Develop and apply criteria to critique, improve, and refine drafts of improvisations , compositions (forms such as theme and variation or 12-bar blues ) and three-ormore -chord accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

MU:Cr3.1.H.IIa Develop and apply criteria to critique, improve, and refine drafts of compositions (forms such as rounded binary or rondo ), improvisations, accompaniment patterns in a variety of styles , and harmonizations for given melodies.

MU:Cr3.1.H.IIIa Develop and apply criteria to critique, improve, and refine drafts of compositions (representing a variety of forms and styles ) , improvisations in a variety of styles , and stylistically appropriate harmonizations for given melodies.

HS Accomplished

HS Advanced

Evaluate and Refine

Evaluate and Refine

CREATING

Plan and Make

CREATING

Imagine

CREATING

Music - Harmonizing Instruments Strand

Present

Novice

Intermediate

HS Proficient

MU:Cr3.2.H.Ia Perform final versions of improvisations , compositions (forms such as MU:Cr3.2.H.8a Share final versions of melodies MU:Cr3.2.H.5a Share final versions of simple theme and variation or 12-bar blues) , and three-or(created over specified chord progressions or melodies (such as two-phrase) and chordal more -chord accompaniments in a variety of AB / ABA forms ) and two-to-three -chord accompaniments for given melodies, demonstrating patterns (such as arpeggio, country and gallop accompaniments for given melodies, demonstrating an understanding of how to develop and organize strumming, finger picking patterns ), demonstrating an understanding of how to develop and organize personal musical ideas. technical skill in applying principles of personal musical ideas. composition/improvisation and originality in developing and organizing musical ideas.

MU:Cr3.2.H.IIa Perform final versions of compositions (forms such as rounded binary or rondo ), improvisations, accompaniment patterns in a variety of styles , and harmonizations for given melodies , demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.

MU:Cr3.2.H.IIIa Perform final versions of a collection of compositions (representing a variety of forms and styles ), improvisations in several different styles , and stylistically appropriate harmonizations for given melodies, demonstrating technical skill in applying principles of composition/improvisation and originality in developing and organizing musical ideas.

Present

Enduring Understanding: Musicians’ presentation of creative work is the culmination of a process of creation and communication Essential Question(s): When is creative work ready to share?

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. Essential Question(s): How do performers select repertoire?

Novice

MU:Pr4.1.H.5a Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill, as well as the context of the performances.

Intermediate MU:Pr4.1.H.8a Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments is selected, based on personal interest, music reading skills, and technical skill (citing technical challenges that need to be addressed) , as well as the context of the performances.

HS Proficient MU:Pr4.1.H.Ia Explain the criteria used when selecting a varied repertoire of music for individual or small group performances that include melodies, repertoire pieces, improvisations , and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns).

HS Accomplished

MU:Pr4.1.H.IIa Develop and apply criteria for selecting a varied repertoire of music for individual and small group performances that include melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles .

HS Advanced

MU:Pr4.1.H.IIIa Develop and apply criteria for selecting a varied repertoire for a program of music for individual and small group performances that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles .

Select

PERFORMING Select

Music - Harmonizing Instruments Strand

Novice

Intermediate

MU:Pr4.2.H.5a Identify prominent melodic and harmonic characteristics in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including at least some based on reading standard notation.

MU:Pr4.2.H.8a Identify prominent melodic, harmonic, and structural characteristics and context ( social , cultural , or historical ) in a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, including at least some based on reading standard notation.

HS Proficient MU:Pr4.2.H.Ia Identify and describe important theoretical and structural characteristics and context (social, cultural, or historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations , and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns ).

HS Accomplished

MU:Pr4.2.H.IIa Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles .

HS Advanced MU:Pr4.2.H.IIIa Identify and describe important theoretical and structural characteristics and context (social, cultural, and historical) in a varied repertoire of music selected for performance programs that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles .

Analyze

Analyze

Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question(s): How does understanding the structure and context of musical works inform performance?

Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question(s): How do performers interpret musical works?

Intermediate

MU:Pr4.3.H.8a Demonstrate and describe in MU:Pr4.3.H.5a Demonstrate and describe in interpretations an understanding of the context interpretations an understanding of the context and ( social , cultural , or historical ) and expressive expressive intent in a varied repertoire of music intent in a varied repertoire of music selected for selected for performance that includes melodies, performance that includes melodies, repertoire repertoire pieces, and chordal accompaniments. pieces, and chordal accompaniments.

HS Proficient MU:Pr4.3.H.Ia Describe in interpretations the context (social, cultural, or historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, improvisations , and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns) .

HS Accomplished

MU:Pr4.3.H.IIa Explain in interpretations the context (social, cultural, and historical) and expressive intent in a varied repertoire of music selected for performance that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles .

HS Advanced

MU:Pr4.3.H.IIIa Explain and present interpretations that demonstrate and describe the context (social, cultural, and historical) and an understanding of the creator’s intent in repertoire for varied programs of music that include melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles.

MU:Pr5.1.H.5a Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, and apply practice strategies to address performance challenges and refine the performances.

Intermediate

MU:Pr5.1.H.8a Apply teacher-provided criteria to critique individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments selected for performance, and identify practice strategies to address performance challenges and refine the performances.

HS Proficient

HS Accomplished

MU:Pr5.1.H.Ia Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations , and chordal accompaniments in a variety of patterns (such as arpeggio, country and gallop strumming, finger picking patterns ), and create rehearsal strategies to address performance challenges and refine the performances.

MU:Pr5.1.H.IIa Develop and apply criteria to critique individual and small group performances of a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles , and create rehearsal strategies to address performance challenges and refine the performances.

HS Advanced

MU:Pr5.1.H.IIIa Develop and apply criteria, including feedback from multiple sources , to critique varied programs of music repertoire (melodies, repertoire pieces, stylistically appropriate accompaniments, improvisations in a variety of contrasting styles ) selected for individual and small group performance, and create rehearsal strategies to address performance challenges and refine the performances.

Rehearse, Evaluate and Refine

Novice

Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. Essential Question(s): When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Novice

MU:Pr6.1.H.5a Perform with expression and technical accuracy in individual performances of a varied repertoire of music that includes melodies, repertoire pieces, and chordal accompaniments, demonstrating understanding of the audience and the context.

Intermediate

HS Proficient

MU:Pr6.1.H.Ia Perform with expression and technical accuracy, in individual and small group MU:Pr6.1.H.8a Perform with expression and performance s, a varied repertoire of music that technical accuracy in individual performances of a includes melodies, repertoire pieces, varied repertoire of music that includes melodies, improvisations , and chordal accompaniments in a repertoire pieces, and chordal accompaniments, variety of patterns (such as arpeggio, country and demonstrating sensitivity to the audience and an gallop strumming, finger picking patterns), understanding of the context ( social , cultural , or demonstrating sensitivity to the audience and an historical ) . understanding of the context (social, cultural, or historical).

HS Accomplished

MU:Pr6.1.H.IIa Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire of music that includes melodies, repertoire pieces, improvisations, and chordal accompaniments in a variety of styles , demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).

HS Advanced MU:Pr6.1.H.IIIa Perform with expression and technical accuracy, in individual and small group performances, a varied repertoire for programs of music that includes melodies, repertoire pieces, stylistically appropriate accompaniments, and improvisations in a variety of contrasting styles , demonstrating sensitivity to the audience and an understanding of the context (social, cultural, and historical).

Present

PERFORMING Rehearse, Evaluate and Refine

PERFORMING Present

Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question(s): How do musicians improve the quality of their performance?

Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question(s): How do individuals choose music to experience?

Novice

Intermediate

MU:Re7.1.H.5a Demonstrate and describe reasons MU:Re7.1.H.8a Explain reasons for selecting for selecting music, based on characteristics found music citing characteristics found in the music and in the music and connections to interest, purpose, connections to interest, purpose, and context. or personal experience.

HS Proficient MU:Re7.1.H.Ia Apply criteria to select music for specified purposes , supporting choices by citing characteristics found in the music and connections to interest, purpose, and context.

HS Accomplished MU:Re7.1.H.IIa Apply criteria to select music for a variety of purposes , justifying choices citing knowledge of the music and the specified purpose and context.

Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creator(s) or performer(s) manipulate the elements of music. Essential Question(s): How does understanding the structure and context of music inform a response?

MU:Re7.2.H.8a Describe how the way that the elements of music are manipulated and knowledge of the context (social and cultural) inform the response.

HS Proficient MU:Re7.2.H.Ia Compare passages in musical selections and explain how the elements of music and context (social, cultural, or historical ) inform the response.

HS Accomplished

HS Advanced

MU:Re7.2.H.IIIa Demonstrate and justify how the MU:Re7.2.H.IIa Explain how the analysis of the structural characteristics function within a variety structures and context (social, cultural, and of musical selections, and distinguish how context historical) of contrasting musical selections inform (social, cultural, and historical) and creative the response. decisions inform the response.

Analyze

MU:Re7.2.H.5a Demonstrate and explain, citing evidence, the use of repetition, similarities and contrasts in musical selections and how these and knowledge of the context (social or cultural) inform the response.

Intermediate

Anchor Standard 8: Interpret intent and meaning in artistic work. Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question(s): How do we discern the musical creators’ and performers’ expressive intent?

MU:Re8.1.H.5a Identify interpretations of the expressive intent and meaning of musical selections, referring to the elements of music, context (personal or social), and (when appropriate) the setting of the text.

Intermediate

MU:Re8.1.H.8a Identify and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context, and (when appropriate) the setting of the text.

HS Proficient MU:Re8.1.H.Ia Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural ), and (when appropriate) the setting of the text, and outside sources .

HS Accomplished MU:Re8.1.H.IIa Explain and support interpretations of the expressive intent and meaning of musical selections, citing as evidence the treatment of the elements of music, context (personal, social, and cultural), and (when appropriate) the setting of the text, and varied researched sources.

HS Advanced

MU:Re8.1.H.IIIa Establish and justify interpretations of the expressive intent and meaning of musical selections by comparing and synthesizing varied researched sources, including reference to examples from other art forms .

Interpret

Novice

Anchor Standard 9: Apply criteria to evaluate artistic work. Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question(s): How do we judge the quality of musical work(s) and performance(s)?

Novice

Intermediate

MU:Re9.1.H.8a Explain the influence of MU:Re9.1.H.5a Identify and describe how interest, experiences and contexts (personal, social, or experiences, and contexts (personal or social) cultural ) on interest in and the evaluation of a effect the evaluation of music. varied repertoire of music.

HS Proficient MU:Re9.1.H.Ia Develop and apply teacherprovided and established criteria based on personal preference, analysis , and context (personal, social, and cultural) to evaluate individual and small group musical selections for listening.

HS Accomplished MU:Re9.1.H.IIa Apply personally-developed and established criteria based on research , personal preference, analysis, interpretation, expressive intent , and musical qualitie s to evaluate contrasting individual and small group musical selections for listening.

HS Advanced MU:Re9.1.H.IIIa Develop and justify evaluations of a variety of individual and small group musical selections for listening based on personallydeveloped and established criteria, personal decision making, and knowledge and understanding of context .

Anchor Standard 10: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?

CONNECTING

Music - Harmonizing Instruments Strand

Anchor Standard 11: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. Essential Question(s): How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

Novice MU:Cn10.0.H.5a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Novice MU:Cn11.0.H.5a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Intermediate MU:Cn10.0.H.8a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Intermediate MU:Cn11.0.H.8a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

HS Proficient MU:Cn10.0.H.Ia Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

HS Proficient MU:Cn11.0.H.Ia Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

HS Accomplished MU:Cn10.0.H.IIa Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

HS Accomplished MU:Cn11.0.H.IIa Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

HS Advanced MU:Cn10.0.H.IIIa Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

HS Advanced MU:Cn11.0.H.IIIa Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.